Framework for the Children’s Technology Interest Questionnaire (CTI)

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Questionnaire type

Image questionnaire

Duration

10 to 15 min

Construct

Interest in technology as a personality trait of children in pre and primary school.

Level of development

Development level

Number of items

15

Scale level

Non-verbal scale

Research design

  • Quasi-experimental design with repeated measurements
  • Each participant receives 30 pairs of images (one technical and one non-technical image)
  • Reaction time measurement as an additional indicator
  • Forced choice method: the child chooses the preferred image between two
Process of developing and evaluating the Children’s Technology Interest Questionnaire (CTI)

Technology Education

Technology in an educational context encompasses all tools, devices, or systems that engage learners in active knowledge construction through profound cognitive, creative, or social actions, such as problem-solving, critical reflection, or creative design. The decisive factor is the pedagogical function of the technology. It should open up opportunities for creation, foster collaborative interaction, or provide immediate feedback to support learning processes. This function can be fulfilled by digital tools such as robots or programming interfaces, analogue technologies such as mechanical experiment kits, or hybrid forms such as augmented reality books.

Technology differs from traditional media like books or blackboards through its inherent properties, such as the ability to adapt to individual learning needs, combine various media forms, or enable real-time feedback. At the same time, the effectiveness of technology depends heavily on the cultural and didactic context. A medium considered ‘passive’ in one setting (e.g., a book) can become activating in another through creative tasks. What matters is how the technology is embedded in purposeful pedagogical scenarios, whether through project-based learning, collaborative tasks, or reflective engagement.

Technology is thus a flexible tool, whose value lies in how it stimulates learning processes, be it through digital interaction, analogue experimentation, or the integration of culturally rooted practices with modern tools.”
(Bilgin, 2025)

Content

The Children’s Technology Interest Questionnaire (CTI) is a picture survey with 15 questions aimed at children in the pre-school and primary school years. The instrument measures the level of interest displayed by children towards technology at a developmental age range of approximately 2 to 10 years. The picture questionnaire takes approximately 15 minutes to complete and is based on the nominal and smiley scale. The children are told to pick the picture they like the most out of the two shown: ‚Please choose which one you like best.‘ The process of constructing and evaluating the CTI is premised on the notion that a fascination with technological advancements is a personal disposition that can be attributed to psychological factors. A personal interest in technology is a person’s inner bias or conviction in relation to technical topics or objects.

Technisches BildNicht-technisches Bild
Ein Roboter, der etwas greiftEin Hund, der mit einem Ball spielt
Ein Auto auf einer StraßeEin Pferd, das auf einer Wiese galoppiert
Ein Flugzeug am HimmelEin Vogel, der fliegt
Ein Baukran auf einer BaustelleEine Sandburg
Eine digitale UhrEin Sonnenuntergang
Eine Brücke aus Metall und BetonEin natürlicher Flussübergang mit Steinen
Eine Solarzelle auf einem DachEine große Sonnenblume, die zur Sonne wächst
Ein Mikroskop mit einer ProbeWassertropfen auf einer Blume
Eine SpielkonsoleTic-Tac-Toe Spiel aus Steinen und Ästen
Eine Drohne, die Luftaufnahmen machtEin Adler, der durch die Lüfte gleitet
Ein 3D-Drucker, der ein Modell drucktHände formen feuchten Lehm
Ein Windrad, das Energie erzeugtEin Baum, der sich im Wind wiegt
Eine Straßenlaterne, die leuchtetEin Lagerfeuer in der Nacht
Ein Satellit im AllSterne am Himmel
Eine WasserpumpeHänden die Wasser aus einer Quelle schöpfen

Conditions of use

Licensed under CC BY-NC 4.0

Age groups and developmental characteristics

2–3 years
Limited verbal expression, but simple sentences and words, are possible. Strongly dependent on visual and playful stimuli.
Limited fine motor skills (painting is often not yet possible).

4–5 years
Improved verbal expression, longer sentences and more detailed descriptions. Fine motor skills continue to develop (simple painting attempts possible).
Interest in stories and role play.

6–10 years
Good language and cognitive skills, abstract thinking, begins to develop. Fine motor skills are sufficient for detailed drawing and writing. Interest in more complex topics and contexts.

Data collection

  • Recording of image selection through simple touch interaction
  • Storage of reaction times for each choice

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